8/7/10

Here's an update. I rewrote my research questions:

Dual Language Education:
Main: What are the mission, purposes, structure, and program characteristics of dual language education in international schools in Japan?
Sub: What are the characteristics of the school setting, features of the program, personnel and participants involved? How is the curriculum and instruction organized?

Within Students' General Education:
Main: What are the essential educational experiences that underlie students' learning within these types of dual language education programs in international schools?
Sub: How do students understand these experiences? What parent processes (i.e., values, goals, behavior) underlie the roles parents play in supporting student learning? How do teachers structure and influence student learning activities in the classroom? What other features of schools appear to support the learning process in these types of schools?

Ethnography:
Main: Are there any discrepancies between the schools' mission and values and what students actually experience?
Sub: What meanings do participants (e.g., students, teachers, and parents) attach to those discrepancies?

So, a little birdy named, Fred, told me I don't need my Visa. muahahaha. So, I booked my flight and getting ready to leave for Japan. (Fred is a made up character in my world.) I've been saying my goodbyes and slowly packing, while attempting to rewrite my first chapter.

I also got my first scholarship check in the mail today! $10,000 to my name! I'm excited.

7/26/10

Today was my dissertation proposal defense. In order to prepare for this day, of course I practiced my 20 presentation, but I also cut a few veggies, made dip, and had water ready for the professors...you know, to relieve any anxiety.

Well, the proposal defense consisted of a 20 minute presentation and 1 hour of question and answers. After that, I was kicked out of the room so they could talk amongst themselves my destiny. I returned to the room to find out that I need to revamp my research questions, and do more reading, and more researching on the "elite" dual language education field.

So...yes, it is a relief to have this step done. However, at the same time, A LOT more works needs to be done. I just checked my email and my advisor just sent me a 4 pages-single-spaced notes on today's event. Not to mention my exploratory case study has now changed into an ethnographic study.

On that note, I must say, I love my advisor. I really, really, really do. Without his help and guidance, I would not have been able to get to where I am now. It is because of him, and his hard work, and his faith in me, that I am where I am.

I am very happy that my committee is strict, but at the same time very supportive of my research and ideas. They are a great bunch of people and I am happy to be working with them.

It's going to be a tough road ahead, but well worth it in the end...I know.

1/28/10

So, here I am staring at the same paper for the past 5 days. It's the two page proposal that I wrote to my advisor with all his comments. I'm suppose to revise, edit, and resubmit...ASAP. Sounds unthreatening since it's only TWO pages, but that hasn't been the case.

What I think I'm having an issue is with framing the whole situation. I tend to look into all the political debate other bilingual education and then start thinking to myself, my research isn't remotely related to public education... Then I start to realize that every article defines "bilingual education", "immersion education", "dual language education", etc. all differently so it's a pain to figure out what they are actually referring to.

Anyway, here are some preliminary research questions.

What are the main features in program models that deliver English and Japanese bilingual education in Japan?

What academic achievement differences exist between program models in the early dual language phase of language acquisition of English and Japanese in Japan?